Included in this booklet are a complete practice test—“retired” ACT questions that were administered to students on a national test date and a writing prompt—sample answer documents, and
Trang 1■ Full-Length Practice ACT
■ Information about the Optional Writing Test
■ Strategies to Prepare for the Tests
■ What to Expect on Test Day
Trang 21 General Preparation for the ACT 2
2 Strategies for Taking the ACT Tests 5
3 What to Expect on the Test Day 11
4 Taking the Practice Tests 12
Practice Multiple-Choice Tests 13
Practice Writing Test 57
5 Scoring Your Practice Tests 59
How to Score the Multiple-Choice Tests 59
How to Score the Writing Test 66
6 Sample Answer Documents 73
Multiple-Choice Tests 73
Writing Test 75
A Message to Students
This booklet, which is provided free of charge, is
intended to help you do your best on the ACT It summarizes
general test-taking strategies, describes the content of each
of the tests, provides specific tips for each, and lets you
know what you can expect on the test day Included in this
booklet are a complete practice test—“retired” ACT
questions that were administered to students on a national
test date and a writing prompt—sample answer documents,
and scoring instructions
Read this booklet carefully and take the practice test well
before the test day so you will be familiar with the tests, what
they measure, and the strategies you can use to do your best
ACT is committed to representing the diversity of our
society in all its aspects, including race, ethnicity, and
gen-der Thus, test passages, questions, and writing prompts are
deliberately chosen to reflect the range of cultures in our
population
We also are committed to ensuring that test questions
and writing prompts are fair—that they do not disadvantage
any particular group of examinees Extensive reviews of the
fairness of test materials are rigorously conducted by both
ACT staff and external consultants We also employ
statisti-cal procedures to help ensure that our test materials do not
unfairly affect the performance of any group
Additional ACT Preparation Materials
• ACT Online Prep™: The only online test preparation
pro-gram designed by the ACT test development professionals ACT Online Prep has practice test questions, a practice essay with real-time scoring, a diagnostic test, and person-alized Study Path You can access ACT Online Prep via the Internet anywhere and at any time
• The Real ACT Prep Guide is the official print guide to the
ACT This book includes three practice ACTs previously used in actual test administrations—each with an optional Writing Test, with explanations for all right and wrong answer choices
ACT Online Prep, the Real ACT Prep Guide, and
sam-ple test booklets are available at www.actstudent.org.
1 General Preparation for the ACT
Choosing a Test Option
Students testing in the United States may register for one of two Test Options: the ACT, or the ACT Plus Writing, which includes a 30-minute Writing Test for an additional fee The ACT Writing Test complements the ACT English Test The combined results from both tests provide information about your understanding of the conventions of standard written English and your ability to produce a direct sample of your writing Taking the ACT Plus Writing will provide you with two additional scores: a Writing Test subscore and a Combined English/Writing score Taking the Writing Test
does not affect your subject area scores or your Composite
score
Not all institutions require or recommend taking the ACT Writing Test Check directly with the institutions you are con-sidering to find out their requirements, or ask your high school counselor which Test Option you should take You
can also check our website (www.actstudent.org) for a list
of institutions that have provided information to us about their policies—whether they require, recommend, or do not need results from the ACT Writing Test Consult ACT’s list before you register so you will know which Test Option to select The ACT Plus Writing is available on national test dates and for Special and Arranged Testing within the United States during designated testing windows This Test Option
is not available through any other type of testing (for
exam-ple, testing outside the U.S.) during 2005–06
Preparing for the ACT
A copy of the full Code may be obtained free of charge from ACT Customer Ser-vices, P.O Box 1008, Iowa City, IA 52243-1008, 319/337-1429.
ACT endorses the Code of Fair Testing Practices in Education, a statement of
guidelines for those who develop, administer, and use educational tests and data.
The Code sets forth criteria for fairness in four areas: developing and selecting
Trang 3Choosing a Test Date
Before you choose a test date, consider the application
deadlines of the colleges and scholarship agencies that are
of interest to you It will take four to seven weeks after a test
date for ACT to mail your score report to you and to your
col-lege or agency choices
Many college and scholarship agencies recommend that
students take the ACT during the spring of their junior year
By this time, students typically have completed most of the
coursework covered by the ACT There are a number of
advantages in taking the ACT then:
• You will receive test scores and other information that will
help you plan your senior year in high school
• Many colleges begin contacting prospective students
dur-ing the summer before the senior year
• If you do not score as well as you believe you can, there
will be opportunities to retake the ACT in the fall of your
senior year and still have the new information available in
time to meet admission and scholarship deadlines
NOTE: You cannot plan on receiving your scores from one
national test date in time to register for the next
General Test-Taking Strategies
for the ACT
The ACT contains multiple-choice tests in four areas:
English, Mathematics, Reading, and Science Each of these
tests contains questions that offer either four or five answer
choices from which you are to choose the correct, or best,
answer The following suggestions apply to the tests in all
four areas:
Pace yourself
The time limits set for each test give nearly everyone
enough time to finish all the questions However, because
the English, Reading, and Science Tests contain a
consider-able amount of text, it is important to pace yourself so you
will not spend too much time on one passage Similarly, try
not to spend too much time puzzling over an answer to a
specific problem in the Mathematics Test Go on to the other
questions and come back if there is time
Your supervisor will announce when there are five
min-utes remaining on each test
Read the directions for each test carefully
Before you begin taking one of the tests, read the
direc-tions carefully The English, Reading, and Science Tests ask
for the “best” answer Do not respond as soon as you
iden-tify a correct answer Read and consider all of the answer
choices and choose the answer that best responds to the
question
The Mathematics Test asks for the “correct” answer
Read each question carefully to make sure you understand
the type of answer required Then, you may want to work out
the answer you feel is correct and look for it among the
choices given If your answer is not among the choices
pro-vided, reread the question and consider all of the answer
choices
Read each question carefully
It is important that you understand what each questionasks Some questions will require you to go through severalsteps to find the correct or best answer, while others can beanswered more quickly
Answer the easy questions first
The best strategy for taking the tests is to answer theeasy questions and skip the questions you find difficult Afteranswering all of the easy questions, go back and answer themore difficult questions
Use logic in more difficult questions
When you return to the more difficult questions, try touse logic to eliminate incorrect answers to a question Com-pare the answer choices to each other and note how theydiffer Such differences may provide clues as to what thequestion requires Eliminate as many incorrect answers asyou can, then make an educated guess from the remaininganswers
Answer every question
Your score on the tests will be based on the number of
questions that you answer correctly; there is no penalty for guessing Thus, you should answer every question within
the time allowed for each test, even if you have to guess.The supervisor will announce when there are five minutesremaining on each test
Review your work
If there is time left after you have answered every tion in a test, go back and check your work in that test Check
to be sure that you marked only one answer to each tion You will not be allowed to go back to any other test ormark answers to a test after time has been called on that test
ques-Be precise in marking your answer document
Be sure that you fill in the correct ovals on your answerdocument Check to be sure that the number of the line ofovals on your answer document is the same as the number
of the question you are answering and that you mark onlyone response for each question
Erase completely
If you want to change a multiple-choice answer, be sure
to use a soft eraser that will not leave smudges and erasethe unintended mark completely Do not cross out answers
or use correction fluid or tape; you must erase Correctionfluid/tape, smudges, or unintended marks may cause errors
go on to the next test
3
Trang 4General Test-Taking Strategies
for the ACT Writing Test
The ACT Writing Test lets you show your skill in planning
and composing a short essay It measures writing
proficien-cies that are taught in high school and are important for
readi-ness to succeed in entry-level college composition courses
The following general strategies will help if you take the
ACT Writing Test
Pace yourself
You will have 30 minutes to write an essay for the ACT
Writing Test It is important to pace yourself in the way that
best suits your personal writing strategy Many writers do
best when they spend part of their time planning their essay,
most of their time writing the essay, and the last part of their
time reviewing the essay to make corrections and small
revi-sions There is no formula for the best proportion of time to
spend planning, writing, and reviewing: writers, topics, and
occasions differ too widely for a universal rule to apply Keep
in mind, however, that you are unlikely to have time to draft,
revise, and recopy your essay Therefore, taking a few
min-utes to plan your essay is a much better strategy than writing
a first draft with the intent to copy it over for the final essay
In general, budget your time in the way that feels best to
you based on your experience in taking essay tests in school
and in other circumstances when you’ve done writing within
a time limit Your test supervisor will announce when there
are five minutes remaining on the Writing Test
Read the directions carefully
Before you begin taking the Writing Test, read the
direc-tions carefully They tell you the aspects of writing on which
your essay will be evaluated and give instructions on how to
write in the answer folder
Read the writing prompt carefully
It is important that you understand exactly what the
writ-ing prompt asks you to do A firm grasp of the assignment is
as crucial for the Writing Test as it is for writing essays for
class Be sure you have a clear understanding of the issue in
the writing prompt and of the question you must respond to
before you start to plan and write your essay
Write (or print) legibly in the answer folder
If your readers cannot make out what you have written,
they cannot appreciate what you have said, and they will not
be able to score your essay You may write or print your
essay, whichever you prefer—but you must do so clearly
You must write your essay using a soft lead No 2 pencil
(not a mechanical pencil) and on the lined pages in the
answer folder You may not need all the lined pages, but to
ensure you have enough room to finish, do not skip lines
Make corrections clear
If you make corrections by using erasures or cross-outs,
do so thoroughly You may write corrections or additions
neatly between the lines of your essay, but do not write in
the margins of the lined pages
Preparing for the Test Day
Although what you know will determine how well you do
on the ACT, your attitudes, emotions, and physical state mayalso influence your performance The following tips will helpyou do your best:
• Be confident in your ability to do well on the ACT You can
do well!
• Be prepared to work hard
• Know what to expect on the test day Familiarize yourselfwith the information in this booklet, in the registration book-let, and on ACT’s website NOTE: Most procedures in thisbooklet refer to testing on a national test date Proceduresmay differ slightly if you test outside the United States orthrough another type of testing For example, if you test at
a national test center, you won’t need scratch paperbecause each page of the Mathematics Test will provide ablank column that you can use for scratch work Otherwise,you will be provided with scratch paper
• Take the practice tests and review your responses so youwill feel comfortable about the approaching test day
• Prepare well in advance for the tests Do not leave ration to the last minute
prepa-• Get plenty of rest the night before the tests so you will be ingood physical condition for taking them
• Bring the following items with you to the test center:
1 Your test center admission ticket (if you are testing on
a national test date)
2 Acceptable identification Your admission ticket is not
identification See details on the back of your admissionticket or on our website If you do not present acceptableidentification at the time of check-in, you will not be admit-ted to test (you will then have to pay a test date changefee to transfer your registration to a different test date.) Ifyou have any questions about acceptable ID, call ACTTest Administration (319/337-1510) before the test day
3 Sharpened soft lead No 2 pencils with good erasers(no mechanical pencils; no ink, ballpoint, or felt-tip pens)
Do not bring highlight pens or any other writing
instru-ments; you will not be allowed to use them If you have
registered to take the ACT Writing Test, your essay must
also be completed in pencil
4 A watch so that you can pace yourself during the test
Do not bring a watch that has an alarm function You will
not be allowed to set an alarm because it will disturbother students An announcement will be made by thesupervisor when five minutes remain on each test
5 A permitted calculator for use on the Mathematics Test,
if you wish to use one (See shaded section on page 5.)
Trang 5For students testing on national test dates:
• Look for your admission ticket about 2 weeks after we
receive your registration (sooner if you register online or
re-register by phone)
• If you misplace your admission ticket or have not received
it by ten days before the test, call ACT Registration at
319/337-1270 for assistance
• Check your admission ticket for your Test Option and the
location of the test center to which you have been
assigned If you are unfamiliar with the location, do a
prac-tice run to see how to get there and how much time you
will need to arrive on time
• Plan to arrive by the time stated on your admission ticket If
you arrive earlier than 7:45 A.M., you will probably have to
wait outside until the testing personnel have completed
their arrangements
• Be prepared for testing to start after all examinees present
at 8:00 A.M have been checked in and assigned seats
• Dress comfortably To conserve energy, your test center
may be considerably warmer or cooler on weekends than
during the week Please dress in such a way that you will
be comfortable in a variety of temperatures
2 Strategies for Taking the
ACT Tests
The ACT measures the knowledge, understanding, andskills that you have acquired throughout your education.Although the sum total of what a person has learned cannoteasily be changed, your performance in a specific area can
be affected by adequate preparation, especially if it has beensome time since you have taken a course in that area.There are three strategies that can help you to prepareyourself for the content included in the ACT:
Familiarize yourself with the content of the ACT tests.Review the information about the tests that is provided
on the following pages Note which content areas make up alarge proportion of the tests and which do not The specifictopics included in each content area are examples of possi-ble topics; they do not include all of the possibilities
Refresh your knowledge and skills in the content areas.Review those content areas you have studied but do nothave freshly in your mind Spend your time refreshing yourknowledge and skills in the content areas that make up largeportions of the tests
5
Use of Calculators on the ACT Mathematics Test
We regularly update information about which
cal-culators are prohibited To be certain your calculator
will be permitted on test day, visit www.actstudent.org
or call 800/498-6481 for a recorded message
You may use a calculator on the ACT Mathematics
Test (but not on any of the other tests in the ACT) You
are not required to use a calculator All the problems
can be solved without a calculator If you regularly use a
calculator in your math work, you may wish to use one
you are familiar with as you take the Mathematics Test
Using a more powerful, but unfamiliar, calculator is not
likely to give you an advantage over using the kind you
normally use
You may use any four-function, scientific, or
graph-ing calculator, unless it has features described in the
Prohibited list For models on the Permitted with
Modi-fication list, you will be required to modify some of the
calculator’s features
Prohibited Calculators
The following types of calculators are prohibited:
• pocket organizers
• handheld or laptop computers
• electronic writing pads or pen-input devices—The
Sharp EL 9600 is permitted
• calculators built into cellular phones or other electronic
communication devices
• calculators with a typewriter keypad (keys in QWERTY
format)—Calculators with letter keys not in QWERTY
format are permitted
• calculators with built-in computer algebra systems—
Prohibited calculators in this category include:
– Casio: Algebra fx 2.0, ClassPad 300, and all model
numbers that begin with CFX-9970G
– Texas Instruments: All model numbers that beginwith TI-89 or TI-92
– Hewlett-Packard: hp 48GII and all model numbersthat begin with hp 40G or hp 49G
Calculators Permitted with Modification The following types of calculators are permitted, but only after they are modified as noted:
• calculators with paper tape—Remove the tape
• calculators that make noise—Turn off the sound
• calculators that can communicate wirelessly with othercalculators—Completely cover the infrared data portwith heavy opaque material, such as duct tape or elec-trician’s tape
• calculators that have power cords—Remove all power/electrical cords
On the Test Day
Be sure your calculator is working and has reliablebatteries You may bring a spare calculator and extra
batteries to the test center Testing staff will not supply batteries or calculators You will not be allowed to share
calculators during testing
Testing staff will check your calculator to verify it is apermitted type, and they will monitor your use of yourcalculator to ensure that you:
• use it only during the Mathematics Test;
• use your backup calculator only if your primary lator fails;
calcu-• do not share your calculator; and
• do not store test materials in your calculator’s memory
If your calculator has characters one inch high orlarger, or a raised display, testing staff may seat youwhere no other test taker can see your calculator
Trang 6Identify the content areas you have not studied.
If unfamiliar content areas make up major portions of
the tests, consider taking coursework to help you gain
knowl-edge and skills in these areas before you take the ACT
Because the ACT measures knowledge and skills acquired
over a period of time, it is unlikely that a “cram” course
cov-ering material that is unfamiliar to you will help you improve
your scores Longer-term survey courses will be most helpful
to you, because they aim to improve your knowledge
through sustained learning and practice
ACT English Test
The English Test is a 75-question, 45-minute test that
measures your understanding of the conventions of standard
written English (punctuation, grammar and usage, and
sen-tence structure) and of rhetorical skills (strategy,
organiza-tion, and style) Spelling, vocabulary, and rote recall of rules
of grammar are not tested The test consists of five essays,
or passages, each of which is accompanied by a sequence
of multiple-choice test questions Different passage types are
employed to provide a variety of rhetorical situations
Pas-sages are chosen not only for their appropriateness in
assessing writing skills but also to reflect students’ interests
and experiences
Some questions refer to underlined portions of the
pas-sage and offer several alternatives to the portion underlined
You must decide which choice is most appropriate in the
context of the passage Some questions ask about an
under-lined portion, a section of the passage, or the passage as a
whole You must decide which choice best answers the
question posed Many questions offer “NO CHANGE” to
the passage as one of the choices The questions are
numbered consecutively Each question number refers to a
correspondingly numbered portion underlined in the passage
or to a corresponding numeral in a box located at the
appro-priate point in the passage
Three scores are reported for the ACT English Test: a
total test score based on all 75 questions, a subscore in
Usage/Mechanics based on 40 questions, and a subscore in
Rhetorical Skills based on 35 questions
Tips for Taking the ACT English Test
Pace yourself
The ACT English Test contains 75 questions to be
com-pleted in 45 minutes If you spend 11⁄2 minutes skimming
through each passage before responding to the questions,
then you will have 30 seconds to answer each question If
possible, spend less time on each question and use the
remaining time allowed for this test to review your work and
return to the questions that were most difficult for you
Be aware of the writing style used in each passage
The five passages cover a variety of topics and are
writ-ten in a variety of styles It is important that you take into
account the writing style used in each passage when you
respond to the questions In responding to a question, be
sure to understand the context of the question Consider
how the sentence containing an underlined portion fits in
Examine the underlined portions of the passage
Before responding to a question with an underlined tion, carefully examine what is underlined in the text Con-sider the elements of writing that are included in eachunderlined portion Some questions will ask you to base yourdecision on some specific element of writing, such as thetone or emphasis the text should convey Some questionswill ask you to choose the alternative to the underlined por-tion that is NOT or LEAST acceptable The answer choicesfor each question will contain changes in one or more ofthose elements of writing
por-Be aware of questions with no underlined portions
You will be asked some questions about a section of thepassage or about the passage as a whole, in light of a givenrhetorical situation Questions of this type are often identified
by a question number in a box located at the appropriatepoint in the passage Questions asking global questionsabout the entire passage are placed at the end of the pas-sage and introduced by a horizontal box enclosing thefollowing instruction: “Questions _ and _ ask about thepreceding passage as a whole.”
Note the differences in the answer choices
Many of the questions in the test will involve more thanone aspect of writing Examine each answer choice and how
it differs from the others Be careful not to select an answerthat corrects one error but causes a different error
Determine the best answer
Two approaches can be taken to determine the bestanswer to a question in which you are to choose the bestalternative to an underlined portion In the first approach, youcan reread the sentence or sentences, substituting each ofthe possible answer choices for the underlined portion todetermine the best choice In the second approach, you candecide how the underlined portion might best be phrased instandard written English or in terms of the particular questionposed If you think the underlined portion is the best answer,you should select “NO CHANGE.” If not, you should check tosee whether your phrasing is one of the other answerchoices If you do not find your phrasing, you should choosethe best of the answers presented For questions cued by anumber in a box, you must decide which choice is mostappropriate in terms of the question posed or the statedrhetorical situation
Reread the sentence, using your selected answer
Once you have selected the answer you feel is best,reread the corresponding sentence(s) of the passage, insert-ing your selected answer at the appropriate place in the text
to make sure it is the best answer within the context of thepassage
Content Covered by the ACT English Test
Six elements of effective writing are included in the lish Test: punctuation, grammar and usage, sentence struc-ture, strategy, organization, and style The questionscovering punctuation, grammar and usage, and sentencestructure make up the Usage/Mechanics subscore Thequestions covering strategy, organization, and style make up
Trang 7Eng-the Rhetorical Skills subscore A brief description and Eng-the
approximate percentage of the test devoted to each element
of effective writing are given below
Usage/MechanicsPunctuation (13%) Questions in this category test your
knowledge of the conventions of internal and
end-of-sentence punctuation, with emphasis on the relationship of
punctuation to meaning (for example, avoiding ambiguity,
indicating appositives)
Grammar and Usage (16%) Questions in this category test
your understanding of agreement between subject and verb,
between pronoun and antecedent, and between modifiers
and the word modified; verb formation; pronoun case;
forma-tion of comparative and superlative adjectives and adverbs;
and idiomatic usage
Sentence Structure (24%) Questions in this category
test your understanding of relationships between and among
clauses, placement of modifiers, and shifts in construction
Rhetorical SkillsStrategy (16%) Questions in this category test how well you
develop a given topic by choosing expressions appropriate
to an essay’s audience and purpose; judging the effect of
adding, revising, or deleting supporting material; and
choos-ing effective openchoos-ing, transitional, and closchoos-ing sentences
Organization (15%) Questions in this category test how well
you organize ideas and judge the relevance of statements in
context (making decisions about order, coherence, and
unity)
Style (16%) Questions in this category test how well you
choose precise and appropriate words and images, maintain
the level of style and tone in an essay, manage sentence
elements for rhetorical effectiveness, and avoid ambiguous
pronoun references, wordiness, and redundancy
ACT Mathematics Test
The ACT Mathematics Test is a 60-question,
60-minute test designed to assess the mathematical skills
students have typically acquired in courses taken up to the
beginning of grade 12 The test presents multiple-choice
questions that require you to use reasoning skills to solve
practical problems in mathematics Most questions are
dis-crete, but on occasion some may belong to sets of several
questions (e.g., several questions based on the same graph
or chart) Knowledge of basic formulas and computational
skills are assumed as background for the problems, but
complex formulas and extensive computation are not
required The material covered on the test emphasizes the
major content areas that are prerequisites to successful
per-formance in entry-level courses in college mathematics
Use of calculators is permitted on the Mathematics
Test See page 5 for details.
Four scores are reported for the ACT Mathematics Test:
a total test score based on all 60 questions, a subscore in
Pre-Algebra/Elementary Algebra based on 24 questions, a
subscore in Intermediate Algebra/Coordinate Geometry
based on 18 questions, and a subscore in Plane Geometry/
Trigonometry based on 18 questions
Tips for Taking the ACT Mathematics Test
Pace yourself
The ACT Mathematics Test contains 60 questions to becompleted in 60 minutes The maximum estimated time thatshould be spent on each question is 1 minute If possible,spend less time on each question and use the remainingtime allowed for this test to review your work and return tothe questions on this test that were most difficult for you
If you use a calculator, use it wisely
Remember, all of the mathematics problems can besolved without using a calculator In fact, some of the prob-lems are best done without a calculator Use good judgment
in deciding when, and when not, to use a calculator Forexample, for some problems you may wish to do scratchwork to clarify your thoughts on the question before youbegin using a calculator to do computations For many prob-lems, you may not want to use a calculator
Solve the problem
For working out the solutions to the problems, writingspace for scratch work usually is available in the test booklet,
or you will be given scratch paper to use You may wish toglance over the answer choices after reading the questions.However, working backwards from the answer choices pro-vided can take a lot of time and may not be effective
Locate your solution among the answer choices
Once you have solved the problem, look for youranswer among the choices If your answer is not includedamong the choices, carefully reread the problem to seewhether you missed important information Pay careful atten-tion to the question being asked If an equation is
to be selected, check to see whether the equation you think
is best can be transformed into one of the answer choicesprovided
Make sure you answer the question
The solutions to many questions in the test will involveseveral steps Make sure your answer includes all of thenecessary steps Frequently, questions include answerchoices that are based on incomplete solutions
Make sure your answer is reasonable
Sometimes an error in computation will result in ananswer that is not practically possible for the situationdescribed Always think about your answer to determinewhether it is reasonable
Check your work
You may arrive at an incorrect solution by making mon errors in the problem-solving process Thus, if there istime available before the end of the Mathematics Test, it isimportant that you reread the questions and check youranswers to make sure they are correct
com-Content Covered by the ACT Mathematics Test
Six content areas are included in the Mathematics Test:pre-algebra, elementary algebra, intermediate algebra, coor-dinate geometry, plane geometry, and trigonometry Thequestions covering pre-algebra and elementary algebramake up the Pre-Algebra/Elementary Algebra subscore Thequestions covering intermediate algebra and coordinategeometry make up the Intermediate Algebra/Coordinate
7
Trang 8Geometry subscore And the Plane Geometry/Trigonometry
subscore is based on the questions covering plane geometry
and trigonometry A brief description and the approximate
percentage of the test devoted to each content area are
given below
Pre-Algebra/Elementary Algebra
Pre-Algebra (23%) Questions in this content area are
based on basic operations using whole numbers, decimals,
fractions, and integers; place value; square roots and
approximations; the concept of exponents; scientific
nota-tion; factors; ratio, proportion, and percent; linear equations
in one variable; absolute value and ordering numbers by
value; elementary counting techniques and simple
proba-bility; data collection, representation, and interpretation;
and understanding simple descriptive statistics
Elementary Algebra (17%) Questions in this content area
are based on properties of exponents and square roots,
evaluation of algebraic expressions through substitution,
using variables to express functional relationships,
under-standing algebraic operations, and the solution of quadratic
equations by factoring
Intermediate Algebra/Coordinate Geometry
Intermediate Algebra (15%) Questions in this content area
are based on an understanding of the quadratic formula,
rational and radical expressions, absolute value equations
and inequalities, sequences and patterns, systems of
equa-tions, quadratic inequalities, funcequa-tions, modeling, matrices,
roots of polynomials, and complex numbers
Coordinate Geometry (15%) Questions in this content area
are based on graphing and the relations between equations
and graphs, including points, lines, polynomials, circles, and
other curves; graphing inequalities; slope; parallel and
per-pendicular lines; distance; midpoints; and conics
Plane Geometry/Trigonometry
Plane Geometry (23%) Questions in this content area are
based on the properties and relations of plane figures,
including angles and relations among perpendicular and
parallel lines; properties of circles, triangles, rectangles,
par-allelograms, and trapezoids; transformations; the concept
of proof and proof techniques; volume; and applications of
geometry to three dimensions
Trigonometry (7%) Questions in this content area are based
on understanding trigonometric relations in right triangles;
values and properties of trigonometric functions; graphing
trigonometric functions; modeling using trigonometric
functions; use of trigonometric identities; and solving
trigono-metric equations
ACT Reading Test
The Reading Test is a 40-question, 35-minute test that
measures your reading comprehension The test questions
ask you to derive meaning from several texts by (1) referring
to what is explicitly stated and (2) reasoning to determine
implicit meanings Specifically, questions will ask you to use
referring and reasoning skills to determine main ideas; locate
and interpret significant details; understand sequences of
tionships; determine the meaning of context-dependentwords, phrases, and statements; draw generalizations; andanalyze the author’s or narrator’s voice and method The testcomprises four prose passages that are representative of thelevel and kinds of text commonly encountered in collegefreshman curricula Each passage is preceded by a headingthat identifies what type of passage it is (for example, “ProseFiction”), names the author, and may include a brief note thathelps in understanding the passage Each passage isaccompanied by a set of multiple-choice test questions.These questions do not test the rote recall of facts from out-side the passage, isolated vocabulary items, or rules of for-mal logic
Three scores are reported for the ACT Reading Test: atotal test score based on all 40 questions, a subscore inSocial Studies/Sciences reading skills (based on the
20 questions in the social studies and natural sciencessections of the test), and a subscore in Arts/Literature read-ing skills (based on the 20 questions in the prose fiction andhumanities sections of the test)
Tips for Taking the ACT Reading Test
Pace yourself
The ACT Reading Test contains 40 questions to becompleted in 35 minutes If you spend 2–3 minutes readingeach passage, then you will have about 35 seconds toanswer each question If possible, spend less time on thepassages and the questions and use the remaining timeallowed for this test to review your work and return to thequestions on this test that were most difficult for you
Read the passage carefully
Before you begin answering a question, read the entirepassage thoroughly It is important that you read every sen-tence rather than skim the text Be conscious of relationshipsbetween or among ideas You may want to make notesabout important ideas in the passage either in the testbooklet or on the scratch paper provided
Refer to the passage when answering the questions.Answers to some of the questions will be found by refer-ring to what is explicitly stated in the text Other questionswill require you to determine implicit meanings and to drawconclusions, comparisons, and generalizations Refer to thepassage before you answer any question
Content Covered by the ACT Reading Test
The Reading Test is based on four types of readingselections: the social studies, the natural sciences, prosefiction, and the humanities A subscore in Social Studies/Sciences reading skills is based on the questions in thesocial studies and the natural sciences sections of the test,and a subscore in Arts/Literature reading skills is based onthe questions in the prose fiction and humanities sections ofthe test A brief description and the approximate percentage
of the test devoted to each type of reading selection aregiven below
Social Studies (25%) Questions in this category are based
on passages in the content areas of anthropology, ogy, biography, business, economics, education, geography,
Trang 9archaeol-Natural Sciences (25%) Questions in this category are
based on passages in the content areas of anatomy,
astron-omy, biology, botany, chemistry, ecology, geology, medicine,
meteorology, microbiology, natural history, physiology,
physics, technology, and zoology
Prose Fiction (25%) Questions in this category are based on
intact short stories or excerpts from short stories or novels
Humanities (25%) Questions in this category are based on
passages from memoirs and personal essays and in the
content areas of architecture, art, dance, ethics, film,
lan-guage, literary criticism, music, philosophy, radio, television,
and theater
ACT Science Test
The Science Test is a 40-question, 35-minute test that
measures the interpretation, analysis, evaluation, reasoning,
and problem-solving skills required in the natural sciences
The test presents seven sets of scientific information,
each followed by a number of multiple-choice test questions
The scientific information is conveyed in one of three
differ-ent formats: data represdiffer-entation (graphs, tables, and other
schematic forms), research summaries (descriptions of
several related experiments), or conflicting viewpoints
(expressions of several related hypotheses or views that are
inconsistent with one another) The questions require you to
recognize and understand the basic features of, and
con-cepts related to, the provided information; to examine
critically the relationship between the information provided
and the conclusions drawn or hypotheses developed; and to
generalize from given information to gain new information,
draw conclusions, or make predictions The use of
calcula-tors is not permitted on the Science Test.
One score is reported for the ACT Science Test: a total
test score based on all 40 questions
Tips for Taking the ACT Science Test
Pace yourself
The ACT Science Test contains 40 questions to be
completed in 35 minutes If you spend about 2 minutes
read-ing each passage, then you will have about 30 seconds to
answer each question If possible, spend less time on the
passages and the questions and use the remaining time
allowed for this test to review your work and return to the
questions on this test that were most difficult for you
Read the passage carefully
Before you begin answering a question, read the
scien-tific material provided It is important that you read the entire
text and examine any tables, graphs, or figures You may
want to make notes about important ideas in the information
provided, either in the test booklet or on the scratch paper
provided Some of the information sets will describe
experi-ments You should consider the experimental design,
including the controls and variables, because questions are
likely to address this component of scientific research
Note different viewpoints in passages
Some material will present conflicting points of view,
and the questions will ask you to distinguish among the
various viewpoints It may be helpful for you to make notes
summarizing each viewpoint, either next to that section inyour test booklet (or if you are testing outside the U.S., onthe scratch paper provided) For questions that ask you tocompare viewpoints, these notes will help you answer morequickly
Content Covered by the ACT Science Test
The content of the Science Test includes biology, istry, physics, and the Earth/space sciences (for example,geology, astronomy, and meteorology) Advanced knowl-edge in these subjects is not required, but knowledgeacquired in general, introductory science courses is needed
chem-to answer some of the questions The test emphasizes entific reasoning skills over recall of scientific content, skill inmathematics, or reading ability The scientific information isconveyed in one of three different formats
sci-Data Representation (38%) This format presents graphicand tabular material similar to that found in science journalsand texts The questions associated with this format mea-sure skills such as graph reading, interpretation of scatter-plots, and interpretation of information presented in tables.Research Summaries (45%) This format provides descrip-tions of one or more related experiments The questionsfocus upon the design of experiments and the interpretation
of experimental results
Conflicting Viewpoints (17%) This format presents sions of several hypotheses or views that, being based ondiffering premises or on incomplete data, are inconsistentwith one another The questions focus upon the understand-ing, analysis, and comparison of alternative viewpoints orhypotheses
expres-ACT Writing Test (Optional)
If you register for the ACT Plus Writing, you will take theACT Writing Test (which must be completed in English) afteryou complete the four multiple-choice tests Taking the Writ-
ing Test will not affect your scores on the multiple-choice
tests or the Composite score for those tests Rather, you willreceive two additional scores: a Combined English/Writingscore on a scale of 1 through 36 and a Writing subscore on
a scale of 2 through 12 You will also receive some ments on your essay And your essay will be available toyour high school and the colleges to which we report yourscores from that test date
com-The Writing Test is a 30-minute essay test that sures your writing skills—specifically those writing skillsemphasized in high school English classes and in entry-levelcollege composition courses The test consists of one writingprompt that will define an issue and describe two points ofview on that issue You are asked to write in response to aquestion about your position on the issue described in thewriting prompt In doing so, you may adopt one or the other
mea-of the perspectives described in the prompt, or you may sent a different point of view on the issue Your essay scorewill not be affected by the point of view you take on theissue Prompts are designed to be appropriate for response
pre-in a 30-mpre-inute timed test and to reflect students’ pre-interestsand experiences
9
Trang 10Your essay will be evaluated on the evidence it gives of
your ability to do the following:
• express judgments by taking a position on the issue in the
writing prompt;
• maintain a focus on the topic throughout the essay;
• develop a position by using logical reasoning and by
sup-porting your ideas;
• organize ideas in a logical way; and
• use language clearly and effectively according to the
con-ventions of standard written English
Your essay will be scored holistically—that is, on the
basis of the overall impression created by all the elements of
the writing Two trained readers will read your essay, each
giving it a rating from 1 (low) to 6 (high) The sum of those
ratings is your Writing subscore If the readers’ ratings
dis-agree by more than one point, a third reader will evaluate
your essay and resolve the discrepancy
Tips for Taking the ACT Writing Test
Pace yourself
The ACT Writing Test gives you 30 minutes to read and
think about the issue in the prompt, and to plan and write
your essay When asked to write a timed essay, most writers
find it useful to do some planning before they write the
essay, and to do a final check of the essay when it is
fin-ished It is unlikely that you will have time to draft, revise,
and recopy your essay Therefore, taking a few minutes to
plan your essay is a much better strategy than writing a first
draft with the intent to copy it over for the final essay
Prewrite
Some writers like to plunge right in, but this is seldom a
good way to do well on a timed essay Prewriting gets you
acquainted with the issue, suggests patterns for presenting
your thoughts, and gives you a little breathing room to come
up with interesting ideas for introducing and concluding your
essay Before writing, then, carefully consider the prompt
and make sure you understand it—reread it if you aren’t
sure Decide how you want to answer the question in the
prompt Then jot down your ideas on the topic: this might
simply be a list of ideas, reasons, and examples that you will
use to explain your point of view on the issue Write down
what you think others might say in opposition to your point of
view and think about how you would refute their argument
Think of how best to organize the ideas in your essay You
will be instructed to do your prewriting in your Writing Test
booklet You can refer back to these notes as you write the
essay itself on the lined pages in your answer folder
Write
Once you’re ready to write your essay in the answer
folder, proceed with the confidence that you have prepared
well and that you will have attentive and receptive readers
who are interested in your ideas At the beginning of your
essay, make sure readers will see that you understand the
issue Explain your point of view in a clear and logical way If
possible, discuss the issue in a broader context or evaluate
the implications or complications of the issue Address what
others might say to refute your point of view and present a
counterargument Use specific examples Vary the structure
Is it advisable to organize the essay by using a formula,like “the five-paragraph essay”? Points are neither awardednor deducted for following familiar formulas, so feel free touse one or not as best suits your preference Some writersfind formulas stifling, other writers find them vital, and stillother writers just keep them handy in the toolbox to usewhen needed The exact numbers of words and paragraphs
in your essay are less important than the clarity and ment of your ideas Writers who have something to say usu-ally find that their ideas have a way of sorting themselves out
develop-at reasonable length and in the right number of paragraphs.Review your essay
Take a few minutes before the end of the testing session
to read over your essay Correct any mistakes in grammar,usage, punctuation, and spelling If you find any words thatare hard to read, recopy them so your readers can readthem easily Make any corrections and revisions neatly,between the lines (but not in the margins) Your readers takeinto account that you had merely 30 minutes to composeand write your essay Within that time limit, try to make youressay as polished as you can
Practice
There are many ways to prepare for the ACT WritingTest You may be surprised that these include reading news-papers and magazines, listening to news analyses on televi-sion or radio, and participating in discussions and debatesabout issues and problems These activities help youbecome more familiar with current issues, with different per-spectives on those issues, and with strategies that skilledwriters and speakers use to present their points of view
Of course, one of the best ways to prepare for the ACTWriting Test is to practice writing Practice writing differentkinds of texts, for different purposes, with different audiences
in mind The writing you do in your English classes will helpyou So will practice in writing essays, stories, poems, plays,editorials, reports, letters to the editor, a personal journal, orother kinds of writing that you do on your own Because theACT Writing Test asks you to explain your perspective on anissue in a convincing way, writing opportunities like editorials
or letters to the editor of a newspaper are especially helpful.Practicing a variety of different kinds of writing will help makeyou a versatile writer able to adjust to different writing occa-sions and assignments
It is also a good idea to get some practice writing within
a time limit This will help build skills that are important incollege-level learning and in the world of work Taking thepractice ACT Writing Test in this booklet will give you a goodidea of what timed writing is like and how much additionalpractice you may need You might want to take the practiceACT Writing Test even if you do not plan to register for it,because all the writing you do contributes to your skill inexpressing yourself
Content Covered by the ACT Writing Test
Writing is where form and content come together Tostate that more accurately, writing is where you put form andcontent together On the ACT Writing Test, we provide the
“prompt”—an issue that has been chosen for its ness in a 30-minute test and for its relevance to students’
Trang 11appropriate-and examples, in all their details—is provided by you By
applying your writing skills to shaping that content, you also
provide the “form” of your essay So, with regard to the
con-tent covered by the Writing Test, you are the author
3 What to Expect on the
Test Day
Identification Required
You are to report to the test center by the time stated on
your admission ticket, normally 8:00 A.M If your admission
ticket does not list a specific room, test center staff or posted
signs will direct you to the testing room At check-in, you
will be required to show BOTH your admission ticket
and acceptable ID See ID requirements on the back of
your admission ticket, at www.actstudent.org, or in
Regis-tering for the ACT
Dos and Don’ts
In the testing room, the supervisor or proctor will direct
you to a seat If you need a left-handed desk, tell your
super-visor as you enter Do not leave the testing room after you
have been admitted Only pencils, erasers, a calculator (for
the Mathematics Test only), and your admission ticket will be
allowed on your desk You will be required to put all other
personal belongings away You will not be allowed to have
scratch paper (unless provided by the test supervisor for
cer-tain types of testing), books, dictionaries, notes or other aids,
highlighters, colored pens or pencils, correction fluid, reading
material, or any electronic devices other than permitted
calculators (examples include pager, timer, beeper, cell
phone, CD/tape player, PDA, headphones, camera) You
may not eat, use tobacco in any form, or have food or drink
(including water) in the testing room You must abide by the
rules of the institution where you are testing
Try to relax just before the tests Take a few deep
breaths, tense and relax your muscles, and think about
pleasant things
Test Preliminaries
The testing session will begin as soon as all examinees
present at 8:00 A.M are checked in and assigned to the
cor-rect room for their Test Option Listen carefully to all
direc-tions read by the supervisor Ask quesdirec-tions if you do not
understand what you are to do It is very important that you
follow all directions carefully For instance, if you do not copy
the matching information from your admission ticket onto
your answer document accurately, or fill in the correct ovals,
your answer document will not match your registration
record—and the reporting of your scores will take three to
five weeks longer than usual to process
You will receive a different answer document depending
on which Test Option you have registered to take Make surethe answer document you receive matches the Test Optionyou intend to take
After you have completed page 1 of the answer ment, you will receive a test booklet You will be told to readthe directions printed on the cover, then asked to write thebooklet number and test form at the top of page 2 of theanswer document It is extremely important that you fill in thecorrect ovals for your test booklet number and for the testform you are taking because these determine which answerkey will be used to score your answer document The super-visor will then tell you when to open your test booklet andbegin work If you are taking the ACT Plus Writing, you willreceive a Writing Test booklet only after you have completedthe four multiple-choice tests
docu-Taking the Tests
As you are working, keep your eyes on your own testbooklet and answer document If you have a question, raiseyour hand, but do not look around Please remember that asyou take the tests you may not use information or materialsthat cause you to obtain a test score that misrepresents whatyou have learned
It is important that you understand what is consideredprohibited behavior on the ACT Assessment If you are
involved in any of the actions listed below, you will have to
return your test materials and leave the test center ited behaviors include:
Prohib-• attempting to fill in or alter any ovals or continuing to writethe essay after time is called on each test (You must putdown your pencil when time is called.)
• looking at another examinee’s test booklet or answer document
• giving or receiving assistance
• looking back at a test on which time has been called
• looking ahead in the test booklet
• using highlight pens, colored pens or pencils, notes, naries, or other aids
dictio-• using an unauthorized calculator
• using any device to share or exchange information at anytime during the tests or during break (all electronic devices,including cell phones and pagers, must be turned off fromthe time you are admitted to test until you are dismissedafter testing concludes)
• using a calculator on any test other than the Mathematics Test
• attempting to remove test materials, including questions oranswers, from the testing room by any means
• not following instructions or abiding by the rules of the testcenter
• exhibiting confrontational, threatening, or unruly behavior
• creating a disturbance or allowing an alarm, pager, orphone to sound in the testing room
All of the above activities are prohibited If you engage
in any prohibited behavior, your answer document will not
be scored and you will be dismissed from the test center
If you finish before time is called, review your work on
the test you have just finished Do not return to an earlier
test and do not work ahead If you are satisfied with yourresponses, place your answer document inside your test
11
Trang 12booklet and close the cover Sit quietly until the supervisor
gives you additional instructions
You will have a short break after the first two tests Do
not leave the building during the break period because some
buildings have automatic locking doors, and you may be
locked out You must ask permission to leave the room
dur-ing testdur-ing to go to the rest room; you will not be given time
to make up for the time you miss If you are taking the
Writ-ing Test, you will also have a brief break after Test 4 in which
to relax and to sharpen your pencils
On certain test dates, ACT administers test questions
for developmental purposes Responses to such questions
are not counted toward your scores
At the conclusion of the session, you will be asked to
read and sign a statement certifying truthful identification of
yourself You will be required to sit quietly until you are
dis-missed After all answer documents and test booklets have
been collected and counted, the supervisor will dismiss you
Special Situations
If, for any reason, you have to leave the center before
finishing the ACT, you must decide whether or not you want
your answer document scored and inform the supervisor of
your decision If you fail to do so, your answer document will
be scored Or, if you decide after you have finished the ACT
that you do not want it scored, tell the supervisor before you
leave the test center You need not give a reason
Once you break the seal on your multiple-choice test
booklet, you cannot later request a test date change If you
want to take the ACT again, you will have to reregister See
www.actstudent.org or Registering for the ACT Once you
begin filling out your answer document, you cannot request a
different Test Option on that test day (i.e., you may not
change from ACT Plus Writing to the ACT or the reverse)
Test Information Release
On certain national test dates, you may obtain (for an
additional fee) a copy of the test questions, a copy of your
answers, a list of correct answers, and scoring instructions
This service is not available for all dates or for other types of
testing, so if you want it, be sure to check our website or the
registration booklet, Registering for the ACT, and register for
a test date on which it is available (Your request must be
postmarked no later than three months after the test date.)
The information will be mailed 6 to 8 weeks after the test
date
4 Taking the Practice Tests
Taking the practice tests can help you become familiarwith the ACT It will be most helpful if you take the testsunder conditions that are as similar as possible to those youwill experience on the actual test day The following tips willhelp you make the most of the practice tests:
• The four multiple-choice tests require a total of 2 hours and
55 minutes Try to take them in one sitting, with only ashort break between Tests 2 and 3 (If you are taking theWriting Test, you may also take a short break after Test 4.)
• Sit at a desk with good lighting You will need sharpened
No 2 pencils with good erasers You may not use highlightpens or correction fluid Remove all books and other aidsfrom your desk On the test day, you will not be allowed touse references or notes If you test at a national test cen-ter, you won’t need scratch paper because each page ofthe Mathematics Test has a blank column that you can usefor scratch work Otherwise, you will be provided withscratch paper
• If you plan to use a calculator on the Mathematics Test,review the details about permissible calculators on page 5
• Use a digital timer or clock to time yourself on each test.Set your timer for five minutes less than the allotted timefor each test so you can get used to the five-minute warn-ing (Students approved for extended-time should set atimer for 60-minute warnings up to the total time allowed—
5 hours for multiple-choice tests (5 hours and 45 minutes iftaking the Writing Test)
• Allow yourself only the time permitted for each test
• Detach and use the sample multiple-choice answer ment on pages 73 –74
docu-• Read the general test directions on the first page of thepractice multiple-choice test These are the same direc-tions that will appear on your test booklet on the test day.After you have read the directions, start your timer andbegin with Test 1 Continue through Test 4, taking a shortbreak between Tests 2 and 3 If you do not plan to take theACT Writing Test, score your multiple-choice tests usingthe information beginning on page 59
• If you plan to take the Writing Test, take a short break afterTest 4 Then read the test directions on the first page of thepractice ACT Writing Test (page 57) These are the samedirections that will appear on your test booklet on the testday After you have read the directions, start your timer,then carefully read the prompt on page 58 After you haveconsidered what the prompt is asking you to do, use scratchpaper to plan your essay and then write your essay on theanswer document, pages 75–78 When you have finished,score your essay using the information on pages 66–72
Trang 13Your Social Security Number
or ACT ID Number:
Your Signature (do not print):
Print Your Name Here:
This booklet contains tests in English,
Mathematics, Reading, and Science These tests
measure skills and abilities highly related to high
school course work and success in college.
CALCULATORS MAY BE USED ON THE
MATHEMATICS TEST ONLY.
The questions in each test are numbered, and the
suggested answers for each question are lettered.
On the answer document, the rows of ovals are
numbered to match the questions, and the ovals in
each row are lettered to correspond to the suggested
answers.
For each question, first decide which answer is
best Next, locate on the answer document the row
of ovals numbered the same as the question Then,
locate the oval in that row lettered the same as your
answer Finally, fill in the oval completely Use a soft
lead pencil and make your marks heavy and black.
DO NOT USE A BALLPOINT PEN.
Mark only one answer to each question If you
change your mind about an answer, erase your first
mark thoroughly before marking your new answer.
For each question, make certain that you mark in the
row of ovals with the same number as the question.
Only responses marked on your answer document will be scored Your score on each test will be based only on the number of questions you answer correctly during the time allowed for that test You will NOT be penalized for guessing IT IS TO YOUR ADVANTAGE TO ANSWER EVERY QUESTION EVEN IF YOU MUST GUESS.
You may work on each test ONLY when your test supervisor tells you to do so If you finish a test before time is called for that test, you should use the time remaining to reconsider questions you are uncertain about in that test You may NOT look back
to a test on which time has already been called, and you may NOT go ahead to another test To do so will disqualify you from the examination.
Lay your pencil down immediately when time is called at the end of each test You may NOT for any reason fill in or alter ovals for a test after time is called for that test To do so will disqualify you from the examination.
Do not fold or tear the pages of your test booklet.
DO NOT OPEN THIS BOOKLET UNTIL TOLD TO DO SO.
Directions
© 2004 by ACT, Inc All rights reserved.
NOTE: This booklet is covered by Federal copyright laws that prohibit the
reproduction of the test questions without the express, written permission of ACT, Inc.
P.O BOX 168 IOWA CITY, IA 52243-0168
Form 0359F
Practice Multiple-Choice Tests
982466
®
Trang 14ENGLISH TEST
45 Minutes—75 Questions
DIRECTIONS: In the five passages that follow, certain
words and phrases are underlined and numbered In
the right-hand column, you will find alternatives for the
underlined part In most cases, you are to choose the
one that best expresses the idea, makes the statement
appropriate for standard written English, or is worded
most consistently with the style and tone of the passage
as a whole If you think the original version is best,
choose “NO CHANGE.” In some cases, you will find in
the right-hand column a question about the underlined
part You are to choose the best answer to the question.
You will also find questions about a section of the sage, or about the passage as a whole These questions
pas-do not refer to an underlined portion of the passage, but rather are identified by a number or numbers in a box For each question, choose the alternative you consider best and fill in the corresponding oval on your answer document Read each passage through once before you begin to answer the questions that accompany it For many of the questions, you must read several sentences beyond the question to determine the answer Be sure that you have read far enough ahead each time you choose an alternative.
PASSAGE I
Notes from Underground
A lot of people hate to ride the New York City
subways, but I love them because I like to get places fast.
A musician balancing a cello case, two Buddhist monks
in saffron robes, and a group of stockbrokers in crisp,
charcoal gray suits get on at Wall Street A passenger
placidly sews while the subway train flings and jolts A
teenager whose holding a shoebox containing a kitten as
tiny as a gingersnap smiles even if a line of girls in frilly
white communion dresses file by About three and a half
million people a day ride the subways I think maybe
I might possibly have met them all.
1 At this point, the writer wants to provide one reason
why she likes to ride the subways Which choice is most relevant to the information provided in this first paragraph?
A NO CHANGE
B I never know what I’ll see there.
C they are so much cheaper than taxis.
D they are places of enormous quiet and calm.
2 F. NO CHANGE
G charcoal gray suits,
H charcoal, gray suits
J. charcoal gray, suits
Trang 1515 GO ON TO THE NEXT PAGE.
ACT-59F-PRACTICE
Sometimes a Salvation Army volunteer boards the
subway train with sandwiches and juice to give to the
needy “Put your pride to the side!” the volunteer shouts,
and I’ve seen many people put out their hands The
speaker also raises money Its impossible to predict which
people will dig into their pockets or if they were to open
their purses, and I’ve stopped trying to guess.
Last week some fellow passengers and I watched
an elderly man with a portable chessboard playing
chess against himself Just yesterday I sat across the
aisle with a woman who was composing music
in pink-tinted glasses in a notebook She tapped her foot
as she reviewed what she’d written and then stopped
tapping and jotted more notes as the train hurtled along.
Today is my mother’s birthday I decided to surprise
her with lilac blooms from my backyard, so this morning,
carrying a shopping bag full of the flowers, I boarded a
crowded “E” train and rode it to the very last stop in the
10 Which of the following alternatives to the underlined
portion would NOT be acceptable?
G after the word woman.
H after the word was.
J. after the word composing.
13 Which choice most effectively emphasizes the rapid
speed of the train?
A NO CHANGE
B continued on its way.
C moved on down the tracks.
D proceeded toward the next stop.
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Bronx Strangers smiled and took pains not to crush the
flowers, even when the train jerked to a halt I got off
at an elevated station and, lifting the splendid bouquet,
rushed down to my mother, feeling delighted that I’d
brought the blooms all the way from Brooklyn on the
subway train.
PASSAGE II
Navajo Code Talkers
During World War II, a group of Navajo soldiers
developed a code that became one of the most successful
in U.S military history This group, known as the Navajo
code talkers, took part in every assault the U.S Marines
conducted in the Pacific from 1942 to 1945,
transmitting information, on tactics, troop movements,
orders, and other vital communications over telephones
and radios.
American military officials have been using
cumbersome machines to encode and relay information
14 14 If the writer were to delete the preceding sentence, this
paragraph would primarily lose a statement that:
F. provides physical descriptions of people on the subway train.
G supports the opening sentence of the essay.
H provides evidence that people can be friendly on
the subway train.
J. gives an explanation for the narrator’s actions.
15 Suppose the writer had intended to write a brief essay
persuading readers that the subway system is New York City’s most economical means of public trans- portation Would this essay fulfill the writer’s goal?
A Yes, because the essay supplies evidence of the
large number of people using the subways.
B Yes, because the essay describes people who are
able to give to the needy because they have extra money in their pockets.
C No, because the essay focuses on the kinds of
people riding the subways, not on how sive the subways are to ride.
inexpen-D No, because the essay focuses on the writer’s love
of all public transportation, not just the subways.
Trang 1717 GO ON TO THE NEXT PAGE.
ACT-59F-PRACTICE
conditions, the Navajo encoded, transmitted, and decoded
a three-line message in twenty seconds as the machines
required thirty minutes to perform the same job
Nevertheless, these tests convinced the
officials of the value, of using the Navajo
language in a code.
The Navajo language is complex, with a structure and
sounds that makes them unintelligible to anyone without
extensive exposure to it Outside Navajo communities,
such exposure is rare, which greatly contributed to
it’s success.
The Navajo developed and memorized the code Since
their language did not have words for common U.S.
military equipment, they turned to nature They named
planes after birds and ships after fish Dive bombers
became gini (chicken hawk) and destroyers were called
ca-lo (shark) The skilled Japanese code breakers remained
baffled by the Navajo language The code was never
broken.
Unfortunately, the code talkers sometimes faced
dangerous peril from their own side Many code talkers
needed bodyguards to protect them from other American
soldiers, some of whom mistook the Navajo for Japanese
G officials, of the value
H officials of the value
J. officials, of the value,
25 Which of the following alternatives to the underlined
portion would NOT be acceptable?
B The Navajo, who were various heights and weights,
C Being of various heights and weights, the Navajo
D The Navajo of different sizes
Trang 181 1
soldiers Regardless, the Navajo were resolute and served
their country courageously.
The Navajo code remained classified after the war
that was later used, along with codes made from other
American Indian languages, in the Korean Conflict and the
Vietnam War Now that the Navajo code is no longer used,
the code talkers, whose secret work saved American lives,
can finally receive public recognition for their actions.
PASSAGE III
An American Griot
[1] When storyteller Mary Carter
Smith practices her art and everybody listens.
[2] Wearing a brightly colored African dress, a large
turban, and bracelets, the seventy-eight-year-old Smith
seems to inhabit each of the different characters she
describes [3] Her voice changes with each emotion she
wants to evoke [4] Her gestures fit the pace of the
narrative [5] And though many of the stories are intended
to make the audience laugh, Smith is fully aware of the
other values of storytelling [6] Indeed, she identifies
strongly with the griots of West Africa—those village
storytellers where they use songs, poems, and narration to
help preserve and transmit culture and history [7] Clearly
others recognize her as a valuable resource [8] Smith is
the official griot of both the city of Baltimore and the state
of Maryland; she has served as griot-in-residence at
H concealed, hidden efforts
J. doings, kept under wraps,
31 A NO CHANGE
B Smith, practices her art
C Smith, practices her art,
D Smith practices her art,
34 Which of the following alternatives to the underlined
portion would NOT be acceptable?
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ACT-59F-PRACTICE
several universities
Though Smith has been interested in theater since her
youth, her recognition of her own talent grew gradually.
She worked for thirty years as a teacher and librarian in the
field of education in Baltimore public schools She
organized theater groups in her community and took
several trips to Africa to study traditional cultures All
along, she was telling stories—everything from social
satire to her retelling of “Cinderella” as Cindy Ellie, a
poor African American girl whose rags are transformed
into magnificent African-style gowns Over time, she
was invited to perform in churches, libraries, and
museums
Smith realized the extent of her gift when her
friend Alex Haley who had gathered essential material
critical to writing his best-selling novel Roots from
a griot in Gambia, began to refer to her as “my
American griot,” this was a revelation to Smith.
38
36
35 35 The writer is considering deleting the phrase “at
sev-eral universities” from Sentence 8 If the phrase were deleted, the essay would primarily lose:
A an essential link to the paragraph that follows.
B a contrast for the purpose of making a comparison.
C information that qualifies the term griot-in-residence.
D an unnecessary detail.
36 Which of the following words or phrases from the
pre-ceding sentence is LEAST necessary and could fore be deleted?
D Ellie, she was a
38 At this point, the writer is considering adding the
fol-lowing true statement:
In high school, Smith was a member of both the drama and speech clubs.
Should the writer make this addition here?
F. Yes, because it supports the idea that Smith was telling stories throughout her life.
G Yes, because it supports the idea expressed earlier
that Smith organized theater groups in her nity.
commu-H No, because it contradicts the point made earlier
that Smith worked for thirty years as a teacher and librarian.
J. No, because it distracts the reader from the main focus of the paragraph and does not logically fit at this point in the essay.
39 A NO CHANGE
B friend, Alex Haley
C friend Alex Haley;
D friend Alex Haley,
Trang 201 1
“Hearing that was like a man who has shoed horses all his
life being told, ‘You’re a blacksmith!’” she recalls.
Today, Smith’s repertoire is so vast that she could
speak consecutively for twelve hours straight without
running out of material It’s unlikely she would ever
attempt such a feat, but if she did, there would be no
dull moments.
PASSAGE IV
Baseballs and Butterflies
[1] Our son has started playing organized T-ball, a
beginner’s version of baseball [2] “Organized” is what
parents call it, anyway [3] Joe is seven, living in those two
or three years when they can manage to throw a baseball a
few feet but when what they’re really interested in are
42 Given that all the choices are quotations from Mary
Carter Smith, which one would best support the ment the writer is making concerning Smith’s belated discovery of her own talent?
G “You’ve got to reveal truths to your listeners,” she
says.
H “Through his novel Roots, Alex Haley was in
some ways performing the function of a griot for America,” she says.
J. “I’d say that one of the most crucial moments in
my development as a storyteller is the few hours I once spent listening to a griot in West Africa,” she recalls.
45 Suppose the writer had intended to write a brief essay
focusing on the various ways that storytelling ences community values Would this essay success- fully fulfill the writer’s goal?
influ-A Yes, because the essay indicates that Smith believes
storytelling pulls a community together.
B Yes, because the essay shows that Smith’s Baltimore
community valued her gift as a storyteller.
C No, because the essay focuses on the griots of
West Africa, not on community values.
D No, because the essay’s main focus is on one
sto-ryteller and the way in which she practices her art.
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ACT-59F-PRACTICE
things closer at hand, bugs, butterflies, dirt (if they’re in
the infield), grass (if they’re in the outfield) [4] Children
of that age still think nothing of doing little dances in the
outfield, often with their backs to home plate and,
consequently, the batter [5] It’s not as if the outfielders’
positions matter much, though—the ball never gets hit
hard enough to reach there
Since there’s not much chance that a seven-year-old
just learning the game can hit a pitched baseball, the
umpire puts the ball on top of a stationary tee, a piece of
flexible tubing adjusted to each batter’s height If batters
repeatedly fail to hit the ball—and lots of them do—the
umpire is patient, giving them four or five chances instead
of the usual three When a batter finally makes
contact, the ball dribbles into the infield, where the
nearest player usually ends up throwing the ball at the
first baseman’s feet or, if the fielder is precocious, over
the first baseman’s head.
52
49
47 A NO CHANGE
B hand, bugs, butterflies, dirt,
C hand: bugs, butterflies, dirt
D hand: bugs, butterflies, dirt,
48 F. NO CHANGE
G if
H whether
J. as to whether
49 The writer wishes to add the following sentence in
order to emphasize the uncertainty already expressed about an idea in the paragraph:
I still have doubts.
The new sentence would best amplify and be placed after Sentence:
51 Which of the following alternatives to the underlined
portion would NOT be acceptable?
A umpire patiently gives
B umpire, who is patient, gives
C umpire, who patiently gives
D patient umpire gives
52 If the writer were to delete the word repeatedly and the
phrase “and lots of them do” (and the dashes) from the preceding sentence, the sentence would primarily lose:
F. a tone of admiration for the work of the umpires.
G details about the rules of T-ball.
H an explanation of why children often fail to hit the
Trang 221 1
In a T-ball league, one needs to do something to keep
the score from reaching triple digits in the early going.
There’s a rule, therefore, that says the runner must stop
when any fielder from the other team picks up the ball and
holds it aloft The rule might seem a good one, but the
children can’t remember to hold up the ball Once
they’ve picked it up, they look at it quizzically for a
while and then, look up to see what all the ruckus is about
What it’s about a bleacher section full of parents, each
adult frantically holding up a stiff arm The child with the
ball wonders at the grown-up’s odd, noisy behavior.
Meanwhile, the runners continue to score They score, that
is, if they were not to be distracted by the grown-ups—or
C ball, which is regulation sized.
D ball, which is the same size as a regular baseball.
56 F. NO CHANGE
G then, look up, to see
H then look up to see,
J. then look up to see
60 Suppose the writer had intended to write an essay
describing one child’s experiences playing T-ball Would this essay accomplish the writer’s goal?
F. Yes, because it reveals that the narrator’s son Joe
is now playing T-ball, and then it goes on to describe Joe’s experiences at one of his games.
G Yes, because it discusses the narrator’s son Joe’s
T-ball skills, such as the fact that he can throw a baseball a few feet.
H No, because while it mentions that the narrator’s
son Joe plays T-ball, it also notes he is more ested in things such as dirt and bugs.
inter-J. No, because although the T-ball experiences of the narrator’s son Joe are alluded to, it is primarily about the general features of T-ball games.
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ACT-59F-PRACTICE
PASSAGE V
Fixing Raptor Feathers
Raptors, or birds of prey, cannot afford to be
grounded for weeks waiting for a large number of
flight feathers to regrow They must be able to fly if
they are to hunt and eat Raptors, including eagles and
hawks, therefore normally shed their feathers slowly,
one or two at a time.
The premature loss of a flight feather to
injury, then, is not an incidental matter to
raptors, most of which are diurnal If a feather
breaks off with the stub of its hollow quill shaft still in
place, the bird’s body mistakenly believes the feather is
whole Only when the quill socket containing the stub is
empty will a new feather grow Quills are hollow, so the
removal of a quill stub before it is ready to be naturally
shed would be very painful to the animal Bird
rehabilitators, therefore, treat broken raptor feathers
through imping—the implanting of a new feather into
the quill stub.
61 The writer wants to describe the way raptors shed
feathers Which choice would be most consistent with the way the feather-shedding process has been described
up to this point?
A NO CHANGE
B in an all-at-once blizzard.
C often losing them in clumps.
D leaving them flightless for long periods of time.
62 F. NO CHANGE
G raptors.
H raptors, most of which are mainly active during
the day—that is, diurnal.
J. raptors, daytime-hunting creatures for the most part.
63 Which of the following alternatives to the underlined
portion would NOT be acceptable?
A sound.
B complete.
C total.
D intact.
64 Given that all of the choices are true, which one most
clearly provides a reason for the statement that follows
66 Which of the following alternatives to the underlined
portion would NOT be acceptable?
F. imping, which is the
Trang 241 1
The bird rehabilitator begins by determining which
feather has been damaged On each wing, all flighted
birds, having ten primary flight feathers, each one shaped
slight different If the left number seven feather is broken
off, the rehabilitator selects a number seven feather from a
collection kept exclusively for imping If necessary, a
number six or eight feather can be carefully trimmed with
small scissors to the shape of a number seven feather
The quill of this replacement feather is trimmed so that
when the replacement feather is eventually attached to the
quill stub still in the bird’s body, the repaired feather will
be equal in length to the original, whole feather.
Next, the rehabilitator whittles a bamboo chopstick
to duplicate the curve and slant of the complete feather
shaft He or she then inserts the carved chopstick
into the quill stub After sliding the shaft of the
replacement feather over the sturdy, light bamboo
stick, glue—just a touch—is applied The raptor now
has a rebuilt, functional feather Eventually, it will be
J. slightly more different.
69 The writer is considering revising the preceding
sen-tence to read as follows:
If necessary, a number six or eight feather can
be cut to the shape of a number seven feather.
If the writer did this, the sentence would primarily lose
a sense of how:
A limited rehabilitators’ feather collections are.
B delicate the work being described is.
C different each of a bird’s flight feathers is.
D easy it is to replace a number seven feather.
G a touch of glue is applied by the rehabilitator.
H the application of a touch of glue follows.
J. the rehabilitator applies a touch of glue.
73 Which of the following alternatives to the underlined
portion would NOT be acceptable?
A feather; eventually, it
B feather, eventually, it
C feather, which eventually
D feather that eventually
Trang 25H have grow in its
J. have grow in it’s
75 At this point, the writer is considering adding the
fol-lowing true statement:
This imping procedure is just one of the many responsibilities bird rehabilitators have.
Should the writer make this addition here?
A Yes, because it reveals the relative importance of
imping compared to the other work of bird itators.
rehabil-B Yes, because it reinforces the idea that imping is
of great benefit to raptors.
C No, because it goes beyond the scope of the essay,
which focuses on how the feathers of certain types
of birds are repaired.
D No, because it undermines the essay’s earlier
claim that imping is the most important work that bird rehabilitators do.
END OF TEST 1 STOP! DO NOT TURN THE PAGE UNTIL TOLD TO DO SO.
74
Trang 26MATHEMATICS TEST
60 Minutes—60 Questions
DIRECTIONS: Solve each problem, choose the correct
answer, and then fill in the corresponding oval on your
answer document.
Do not linger over problems that take too much time.
Solve as many as you can; then return to the others in
the time you have left for this test.
You are permitted to use a calculator on this test You
may use your calculator for any problems you choose,
but some of the problems may best be done without using a calculator.
Note: Unless otherwise stated, all of the following should
be assumed.
1 Illustrative figures are NOT necessarily drawn to scale.
2 Geometric figures lie in a plane.
3 The word line indicates a straight line.
4 The word average indicates arithmetic mean.
1 Carmen is playing with blocks She arranges stacks of
blocks so that each successive level of blocks has
1 fewer block than the level below it and the top level
has 1 block Such a stack with 3 levels is shown below.
Carmen wants to make such a stack with 12 levels.
How many blocks would she use to build this stack?
2 To keep up with rising expenses, a motel manager
needs to raise the $40.00 room rate by 22% What will
be the new rate?
3 As a salesperson, your commission is directly
propor-tional to the dollar amount of sales you make If your
sales are $800, your commission is $112 How much
commission would you earn if you had $1,400 in
5 The total cost of renting a car is $30.00 for each day
the car is rented plus 28 ¢ for each mile the car is driven What is the total cost of renting the car for
5 days and driving 350 miles?
(Note: No sales tax is involved.)
6 In any parallelogram ABCD, it is always true that the
measures of ∠ABC and ∠BCD:
2
583
MATHEMATICS TEST
60 Minutes—60 Questions
DIRECTIONS: Solve each problem, choose the correct
answer, and then fill in the corresponding oval on your
answer document.
Do not linger over problems that take too much time.
Solve as many as you can; then return to the others in
the time you have left for this test.
You are permitted to use a calculator on this test You
may use your calculator for any problems you choose,
but some of the problems may best be done without using a calculator.
Note: Unless otherwise stated, all of the following should
be assumed.
1 Illustrative figures are NOT necessarily drawn to scale.
2 Geometric figures lie in a plane.
3 The word line indicates a straight line.
4 The word average indicates arithmetic mean.
Trang 2727 GO ON TO THE NEXT PAGE.
9 It costs a dollars for an adult ticket to a reggae concert
and s dollars for a student ticket The difference
between the cost of 12 adult tickets and 18 student
tickets is $36 Which of the following equations
repre-sents this relationship between a and s ?
11 Charles defined a new operation, ♦ , on pairs of ordered
pairs of integers as follows: (a,b) ♦ (c,d) =
What is the value of (2,1) ♦ (3,4) ?
81
124
13 In the isosceles right triangle below, AB = 10 feet.
What is the length, in feet, of AC _ ?
14 In a bag of 400 jelly beans, 25% of the jelly beans are
red in color If you randomly pick a jelly bean from the bag, what is the probability that the jelly bean picked
is NOT one of the red jelly beans?
16
3
4
1
4
1
Trang 2816 What is the slope of any line parallel to the line
8x + 9y = 3 in the standard (x,y) coordinate plane?
17 In the standard (x,y) coordinate plane, a line segment
has its endpoints at (3,6) and (9,4) What are the
coor-dinates of the midpoint of the line segment?
20 For all triangles 䉭XYZ where side XZ _ is longer than
side YZ _ , such as the triangle shown below, which of the following statements is true?
F. The measure of ∠X is always less than the
J. The measure of ∠X is sometimes less than the
measure of ∠Y and sometimes equal to the
mea-sure of ∠Y.
K The measure of ∠X is sometimes greater than the
measure of ∠Y and sometimes equal to the
23 The perimeter of a parallelogram is 72 inches, and
1 side measures 12 inches What are the lengths, in inches, of the other 3 sides?
A 12, 12, 36
B 12, 18, 18
C 12, 24, 24
D 12, 30, 30
E Cannot be determined from the given information
24 The lengths of the corresponding sides of 2 similar
right triangles are in the ratio of 2:5 If the hypotenuse
of the smaller triangle is 5 inches long, how many inches long is the hypotenuse of the larger triangle?
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ACT-59F-PRACTICE
25 The sides of a square are 3 cm long One vertex of the
square is at (3,0) on a square coordinate grid marked in
centimeter units Which of the following points could
also be a vertex of the square?
26 In the circle shown below, M is the center and lies on
RU and ST _ Which of the following statements is NOT
27 John Jones has decided to go into the business of
pro-ducing and selling boats In order to begin this venture,
he must invest $10 million in a boat production plant.
The cost to produce each boat will be $7,000, and the
selling price will be $20,000 Accounting for the cost
of the production plant, which of the following
expres-sions represents the profit, in dollars, that John will
realize when x boats are produced and sold?
M
50 °
1
21
2
29 As a class experiment, a cart was rolled at a constant
rate along a straight line Shawn recorded in the chart
below the cart’s distance (x), in feet, from a reference
point at the start of the experiment and for each of
30 To increase the mean of 4 numbers by 2, by how much
would the sum of the 4 numbers have to increase?
31 Meg pounded a stake into the ground When she
attached a leash to both the stake and her dog’s collar, the dog could reach 9 feet from the stake in any direc- tion Using 3.14 for π, what is the approximate area of the lawn, in square feet, the dog could reach from the stake?
32 Television screen sizes are the diagonal length of the
rectangular screen Hector recently changed from watching a television with a 13-inch screen to a televi-
s i o n w i t h a s i m i l a r 1 9 - i n c h s c r e e n I f a b o x c a r appeared 8 inches long on the 13-inch screen, how long, to the nearest inch, will it appear on the 19-inch screen?
Trang 302 2
33 In the figure below, ABCD is a square Points are
chosen on each pair of adjacent sides of ABCD to form
4 congruent right triangles, as shown below Each of
these has one leg that is twice as long as the other leg.
What fraction of the area of square ABCD is shaded?
34 A surveyor took and recorded the measurements
shown in the figure below If the surveyor wants to use
these 3 measurements to calculate the length of the
pond, which of the following would be the most
directly applicable?
F. The Pythagorean theorem
G A formula for the area of a triangle
H The ratios for the side lengths of 30°-60°-90°
triangles
J. The ratios for the side lengths of 45°-45°-90°
triangles
K The law of cosines: For any 䉭ABC, where a is the
length of the side opposite ∠A, b is the length of
the side opposite ∠B, and c is the length of the
D
35 Which of the following is the graph of the equation
2x + y = 4 in the standard (x,y) coordinate plane?
36 Which of the following figures in a plane separates it
37 What is the maximum number of distinct diagonals
that can be drawn in the hexagon shown below?
–4
y
4
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ACT-59F-PRACTICE
38 In the standard (x,y) coordinate plane, the center of the
circle shown below lies on the x-axis at x = 4 If the
circle is tangent to the y-axis, which of the following is
an equation of the circle?
39 In what order should , , , and be listed to be
arranged by increasing size?
40 Mai is putting gold foil around the outside of an
ellip-tical picture frame The perimeter of an ellipse is given
height and w is the width, as shown in the diagram
below If an elliptical frame has an outside height
equal to 4 inches and an outside width equal to
3 inches, what is its outside perimeter, in inches?
41 If + = and A, B, and x are integers
greater than 1, then what must x equal?
87
46
45
39
59
85
37
46
45
36
86
57
45
Monthly payment per $1,000 borrowed for various annual rates and various numbers of payments
Number of monthly payments Annual interest
42 Kaylee found a used car she is thinking about
pur-chasing The list price is $8,795 She calculates that she will need to borrow $6,500 Approximately what would her monthly payment be if she borrowed the money for 36 months at an annual interest rate of 10% ?
43 A local dealership is having an end-of-the-model-year
clearance sale and is offering 5% annual interest on new-car loans for 36, 48, or 60 months The maximum amount Kaylee can budget for her monthly car pay- ment is $300 Of the following loan amounts, which one is the maximum Kaylee can borrow at 5% annual interest and stay within her budget?
44 Another dealership is offering 5-year loans with a
9% annual interest rate Kaylee uses her chart to mate the payment per $1,000 borrowed Of the fol- lowing, which is most likely the monthly payment per
Trang 322 2
45 In 䉭ABC, shown below, the measure of ∠B is 41°, the
measure of ∠C is 34°, and AB _ is 25 units long Which
of the following is an expression for the length, in
units, of BC _ ?
(Note: The law of sines states that, for any triangle, the
ratios of the sines of the interior angles to the lengths
of the sides opposite those angles are equal.)
47 If r and s can be any integers such that s > 10 and
2r + s = 15, which of the following is the solution set
48 Which of the following expressions has a positive
value for all x and y such that x > 0 and y < 0 ?
50 In the right triangle below, the measure of ∠C is 90°,
AB = 5 units, and CB = 2 units What is tan B ?
51 A flight instructor charges $50 per lesson, plus an
additional fee for the use of his plane The charge for the use of the plane varies directly with the square root
of the time the plane is used If a lesson plus 16 utes of plane usage costs $90, what is the total amount charged for a lesson having 36 minutes of plane usage?
52 In 䉭ABD, shown below, C is on BD _ , the length of AD _
is 6 inches, and sin d = 0.8 How many inches long is
K Cannot be determined from the given information
53 For real numbers a and b, when is the equation
⎪a + b⎪ = ⎪a – b⎪ true?
5
3
5
公僓僓21 _
5
3
2
公僓僓21 _
Trang 3354 As shown below, rectangle ABCD is divided into
2 large squares (labeled L) each x inches on a side,
15 small squares (labeled S) each y inches on a side,
y = (A + 1)x + 8 in the standard (x,y) coordinate plane
passes through (2,6) What is the slope of this line?
56 The graph of the equation h = –at2 + bt + c, which
describes how the height, h, of a hit baseball changes
over time, t, is shown below.
If you alter only this equation’s c term, which gives
the height at time t = 0, the alteration has an effect on
which of the following?
I The h-intercept
II The maximum value of h
III The t-intercept
F. I only
G II only
H III only
J. I and III only
K I, II, and III
B
L
R R R
S S S S S S S S S S S S S S S
R R R R R
R R R R R L
57 When graphed in the standard (x,y) coordinate plane,
the lines x = –3 and y = x – 3 intersect at what point?
58 In pentagon ABCDE, shown below, ∠A measures 50°.
What is the total measure of the other 4 interior angles?
59 For all real numbers b and c such that the product of
c and 3 is b, which of the following expressions
repre-sents the sum of c and 3 in terms of b ?
60 Which of the following expresses the number of
meters a contestant must travel in a 3-lap race where
the course is a circle of radius R meters?
B
END OF TEST 2 STOP! DO NOT TURN THE PAGE UNTIL TOLD TO DO SO.
DO NOT RETURN TO THE PREVIOUS TEST.
Trang 34READING TEST
35 Minutes—40 Questions
DIRECTIONS: There are four passages in this test Each
passage is followed by several questions After reading
a passage, choose the best answer to each question and fill in the corresponding oval on your answer document You may refer to the passages as often as necessary.
Passage I
PROSE FICTION: This passage is adapted from the title story
of Only the Little Bone, a collection of short stories by David
Huddle (©1986 by David Huddle)
My grandfather has made crutches for me These
are sturdy crutches, just the right size I am delighted
with them and launch myself around the house on them.
And take a fall immediately And continue falling
several times a day, great splatting,
knocking-into-fur-niture-and-breaking-things falls that cause everyone in
the family to come running My grandfather has
for-gotten to put rubber tips on the ends of my crutches.
When we figure this out and buy the rubber tips and put
them on the crutches, I stop falling But by then the
bone-set that was coming along nicely has slipped, and
the doctor has ordered me back to the wheelchair.
The missing crutch-tips are the first clue I have to
this peculiar family trait, one that for lack of any better
term I must call “flawed competence.” We Bryants are
a family of able and clever people, industrious,
intelli-gent, determined, and of good will We are careful in
our work After all, my grandfather measured me on
two occasions before he made the crutches But we
usu-ally do something wrong.
Four years later I become increasingly aware of
“flawed competence” when I develop a plan for
con-verting our old grown-over tennis court into a
basket-ball court My grandfather is always interested in plans,
and in this planning session, we decide that he will
make the hoops, and he will help me make the
back-boards Clearing the ground and smoothing the surface
will be my tasks So I rip out honeysuckle and hatchet
down a few little scrub cedars We Bryants are known
for setting our minds to things.
Then my grandfather delivers the hoops They are
beautifully designed and constructed, metalwork of a
high order for such amateurs as my grandfather and his
men But the hoops are twice as big around as ordinary
basketball hoops.
I say, simply, that they are too big I am not
ungrateful, not trying to be hateful, not in my opinion
acteristic of the hoops But my grandfather’s feelings are damaged No, they can’t be made smaller, and no, he’s not interested in helping me with the backboards now or with any other part of my plan He’s sorry he got involved in the first place This, too, is a corollary
of “flawed competence.” We are sensitive, especially about our work, especially about the flawed part of our work.
At the place where I work twenty-eight years after the basketball hoops, I am given a new office, one with
a view of the lake There’s a string attached, though, and that is that I have to build my own bookcases I commence planning with enthusiasm That’s another, less harmful family trait, that attraction to making plans I measure, I look at other people’s shelves, I get someone to help me attach brackets to my office walls.
It is while I am cutting a notch in one of the uprights to allow access to the light-switch that I sud- denly think of my grandfather and those basketball hoops I feel a light sweat break out on my forehead A pattern of genetic fate reveals itself to me: I’m going to mess up these bookshelves just as my grandfather before me would have messed them up No doubt I’m sawing the notch in the wrong place.
The whole time I work I wait to see where the screw-up is going to come I imagine what my col- leagues will be saying about me in the hallways Did you know that Bryant built his shelves so they tilt? Did you know that Bryant’s books rejected the color he painted his shelves? But the screw-up doesn’t appear I paint the shelves red, and they look O.K (Granddaddy Bryant once painted yellow a whole row of company houses he built.) I paint a chair blue and red, and it’s
a little silly-looking, but it picks up the blue of the carpet and the red of the shelves The vision isn’t nearly as impressive as I thought it would be, but then what vision ever is? We plan-makers are accustomed
to things turning out in-mind Our world view includes the “diminished excellence” component Diminished excellence is a condition of the world and therefore never an occasion for sorrow, whereas flawed competence comes out of character and therefore is frequently the reason for the bowed head, the furrowed brow Three months later, when I try to turn the heat off in my office, I discover
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ACT-59F-PRACTICE
the radiator to be able to work the valve The screw-up
was there all along, but in this case I am relieved to
find it I am my grandfather’s grandson after all.
1 The passage is written from the point of view of:
A an unidentified narrator observing the relationship
over time between a boy and his grandfather.
B two members of the same family discovering their
shared trait through joint activities.
C a grown man agonizing over the mixed messages
he received as a child from older relatives.
D a boy and the man he becomes considering
inci-dents that illustrate a family trait.
2 Which of the following best describes the author’s
approach to presenting the story of the narrator’s
dis-covery about himself?
F. Revealing the narrator’s self-awareness about a
trait through a blend of personal reflection and
scenes from the narrator’s youth and adulthood
G Starting immediately with a statement of the
dis-covery in the narrator’s voice and continuing with
scenes that reveal how the discovery came about
H Describing the physical details of scenes and
sum-marizing their significance in a concluding
state-ment in the narrator’s voice
J. Using dialogue in the midst of scenes fraught with
tension to indicate what the narrator is
B the errors the narrator makes and the disapproval
they bring from others.
C that such incidents set the stage for the Bryant
family traits to emerge.
D that the narrator is determined to avoid being
ungrateful, hateful, or overly fastidious.
4 The boy’s approach to the task of converting the tennis
court to a basketball court can best be described as:
F. reluctant until his grandfather’s plans inspire him.
G enthusiastic until his grandfather’s error puts them
both in an awkward position.
H apprehensive until he discovers his error is not a
devastating one.
J. thrilled until he remembers that his grandfather is
a poor planner.
5 As he is revealed in the incident of undertaking the
construction of the basketball court, the grandfather
can best be characterized as:
A confidently optimistic, then childishly defensive.
B charmingly patient, then increasingly accusatory.
C consistently encouraging in spite of setbacks.
D vocally defensive, then quietly apologetic.
6 The question “Did you know that Bryant built his
shelves so they tilt?” (lines 65–66) helps establish that the narrator is anxious because:
F. his coworkers have discovered his incompetence and have made it the subject of office humor.
G his coworkers resent his having a corner office and
punish him with their biting humor.
H he fears his incompetence is so glaring it will
make him the object of ridicule among coworkers.
J. the tilting bookshelves remind him that, like his grandfather, he cannot hide his mistakes.
7 Information in the second paragraph (lines 4–12)
reveals that the family’s response to the grandfather’s error with the crutches is to:
A find a workable remedy for it.
B lay the blame on the narrator.
C praise him for more successful projects.
D fix what wasn’t wrong in the first place.
8 It can most reasonably be inferred from the sixth
para-graph (lines 36–46) that the statement that the ball hoops “can’t be made smaller” (line 40) is:
basket-F. a fact stated by the grandfather apologetically.
G an opinion stated by the grandfather indignantly.
H a claim the narrator makes to humiliate a relative.
J. a conclusion the narrator reaches after hard labor.
9 It can most reasonably be inferred that the narrator’s
discovery that an error has been made in constructing the bookshelves is for him a source of:
A embarrassment in the face of coworkers who
antic-ipated it.
B comfort because it reveals a trait that he shares
with his family.
C frustration because it will require a remedy that
will be tedious to carry out.
D relief because it gives him an excuse to seek the
assistance of coworkers in finishing the project.
10 In the last paragraph, a comparison is made between
“diminished excellence” and “flawed competence.” From the narrator’s point of view, the conditions are different because the one is:
F. a source of sorrow while the other is a source of pride.
G based in the family while the other is based in the
self.
H inherent in the environment while the other is
inherent in the individual.
J. a sign that the individual can improve the world while the other is a sign that the individual can’t.
85
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Passage II
SOCIAL SCIENCE: This passage is adapted from Dava
Sobel’s book Longitude (©1995 by Dava Sobel)
To learn one’s longitude at sea, one needs to know
what time it is aboard ship and also the time at the
home port or another place of known longitude—at that
very same moment The two clock times enable the
navigator to convert the hour difference into a
geo-graphical separation Since the Earth takes twenty-four
hours to complete one full revolution of three hundred
sixty degrees, one hour marks one twenty-fourth of a
spin, or fifteen degrees And so each hour’s time
differ-ence between the ship and the starting point marks a
progress of fifteen degrees of longitude to the east or
west Every day at sea, when the navigator resets the
ship’s clock to local noon when the sun reaches its
highest point in the sky, and then consults the
home-port clock, every hour’s discrepancy between them
translates into another fifteen degrees of longitude.
Those same fifteen degrees of longitude also
cor-respond to a distance traveled At the Equator, where
the girth of the Earth is greatest, fifteen degrees stretch
fully one thousand miles North or south of that line,
however, the mileage value of each degree decreases.
One degree of longitude equals four minutes of time
the world over, but in terms of distance, one degree
shrinks from sixty-eight miles at the Equator to
virtu-ally nothing at the poles.
Precise knowledge of the hour in two different
places at once—a longitude prerequisite so easily
accessible today from any pair of cheap wristwatches—
was utterly unattainable up to and including the era of
pendulum clocks On the deck of a rolling ship, such
clocks would slow down, or speed up, or stop running
altogether Normal changes in temperature encountered
en route from a cold country of origin to a tropical trade
zone thinned or thickened a clock’s lubricating oil and
made its metal parts expand or contract with equally
disastrous results A rise or fall in barometric pressure,
or the subtle variations in the Earth’s gravity from one
latitude to another, could also cause a clock to gain or
lose time.
For lack of a practical method of determining
lon-gitude, every great captain in the Age of Exploration
became lost at sea despite the best available charts and
compasses Untold numbers of sailors died when their
destinations suddenly loomed out of the sea and took
them by surprise In a single such accident on October
22, 1707, at the Scilly Isles near the southwestern tip of
England, nearly two thousand men lost their lives.
The quest for a solution to the problem of
longi-tude persisted over four centuries and across the whole
continent of Europe The British Parliament, in its
famed Longitude Act of 1714, set the highest bounty of
all, naming a prize equal to several million dollars in
today’s currency for a “Practicable and Useful” means
English clockmaker John Harrison, a mechanical genius who pioneered the science of portable precision timekeeping, devoted his life to this quest He accom-
p l i s h e d w h a t N e w t o n h a d f e a r e d i m p o s s i b l e : H e invented a clock that would carry the true time from the home port, like an eternal flame, to any remote corner
lubrica-His every success, however, was parried by bers of the scientific elite, who distrusted Harrison’s magic box The commissioners charged with awarding the longitude prize changed the contest rules whenever they saw fit, so as to favor the chances of astronomers over the likes of Harrison and his fellow “mechanics.” But the utility and accuracy of Harrison’s approach tri- umphed in the end In 1773 he claimed his rightful reward His followers shepherded Harrison’s intricate, exquisite invention through the design modifications that enabled it to be mass produced and enjoy wide use.
mem-To retrace this story in an age when a network of satellites can nail down a ship’s position within a few feet in just a moment or two—is to see the globe anew.
11 The function of the first paragraph in relation to the
passage as a whole is to:
A orient the reader to the subject of longitude by
explaining how longitude is determined at sea.
B explain the political significance of developing an
accurate way of determining longitude.
C establish that longitude calculations are necessary
to determine time in two different places at once.
D introduce a discussion of how knowledge of Earth’s
position relative to the Sun was gained in the
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ACT-59F-PRACTICE
12 Which of the following best describes the way the fifth
paragraph (lines 48–54) functions in the passage as a
whole?
F. It puts into historical perspective the difficulty of
solving the longitude problem and introduces the
subject of Britain’s longitude prize.
G It translates the technical terminology used
else-where in the passage into language that is more
widely understood.
H It sheds light on why it took longer for a solution
to the longitude problem to emerge in Europe than
in other parts of the world.
J. It diminishes the importance of the lives that were
lost in the efforts to solve the longitude problem.
13 It can reasonably be inferred from the passage that
before Harrison’s efforts, other individuals trying to
solve the longitude problem had failed to:
A consider clocks as the potential instrument of
cal-culation.
B agree on why longitude decreases in value at
increasing distances from Earth’s equator.
C improve upon the features of clocks that made
them unreliable at sea.
D understand the ways that charts and compasses
could be used in connection with timepieces to
calculate longitude.
14 The reference to the catastrophe at Scilly (lines 45–47)
is used to illustrate the point made in the passage that:
F. charts and compasses were poorly made in the
1700s.
G England more than other countries stood to gain
from a solution to the problem of determining
lon-gitude.
H captains were contributing to the problem of lost
lives by resisting a solution to the problem of
determining longitude.
J. Harrison’s accomplishments addressed
shortcom-ings of navigation whose consequences were vast
in scale.
15 Information in the second paragraph (lines 17–25)
establishes that one degree of longitude translates into
a distance of:
A sixty-eight miles at Earth’s equator but less on
either side of Earth’s equator.
B sixty-eight miles at Earth’s equator but more on
either side of Earth’s equator.
C one thousand miles the world over.
D virtually nothing at Earth’s equator, increasing to a
maximum of sixty-eight miles at the poles.
16 Which of the following statements best describes the
metals used in Harrison’s clock?
F. The metals were identical so that they would respond consistently to changes in conditions at sea.
G The metals were different so that their changes in
response to conditions at sea would counteract each other.
H The metals that remained stable in response to
temperature changes were encased in metals that were impervious to rust.
J. The metals expanded and contracted in ways that were counteracted by changes in the parts made of wood.
17 The passage suggests that Harrison’s principal
com-petitors in the race to develop a means of determining longitude were:
A the great captains in the Age of Exploration.
B members of the British Parliament.
C trained clockmakers with formal educations.
D individuals in the scientific community.
18 According to the passage, there was a delay between
the time when Harrison arrived at a solution to the problem of longitude and when he received his reward because his:
F. invention predated the Longitude Act of 1714.
G clock was only one of many successful solutions
19 Lines 82–84 indicate that others took over Harrison’s
work in order to:
A secure a wider range of applications for an
instru-ment that had been used only at sea.
B take credit for his remarkable accomplishments.
C diminish the significance of his clock by having it
mass-produced.
D turn his design into one that could be practically
produced for more users.
20 The passage indicates that instruments for determining
longitude now include:
F. modified pendulum clocks.
G satellites.
H a network of ships.
J. barometers.
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Passage III
H U M A N I T I E S : T h i s p a s s a g e i s a d a p t e d f r o m t h e e s s a y
“Albany, 1958” by Lydia Minatoya It appeared in her book
Talking to High Monks in the Snow (©1992 by Lydia Minatoya)
This story takes place in Albany, New York
The meter of my childhood was the rising and
plunging of a sewing machine needle: rapid and
smooth, like an endless distant drum roll My mother
hummed as she sewed She guided the fabric this way
and that In 1938, she had graduated from a school of
costume design, and before World War II, she had her
own boutique in Los Angeles It was a time when the
dream of America never seemed finer.
The Albany of my childhood was a festive place,
closer in spirit to the nineteenth century than to the
twenty-first Italian pushcart grocers crowded southern
city blocks, crafting tiered architectural wonders from
fresh produce and pungent sausage Heavy-legged
workhorses clopped along cobblestones, delivering
bread from German bakeries and milk from Dutch
dairies A cable car ran along streets named for trees.
Each year in early April, an annual dinner-dance
was sponsored by the pharmaceutical institute where
my father worked as a researcher A ballroom was
rented in a downtown hotel Musicians were hired to
play big-band music The dinner-dance was the only
time when my mother would sew for herself It was the
one time when my parents went out, alone, together I
was a romantic child, dreamy and diffuse For me, the
dinner-dance was an annual event: looked forward to in
long anticipation and back upon with nostalgia.
Each year, on a snowy weekday evening, Father
would take us window shopping The deserted
down-town streets would be a magical glaze of snow-softened
lights and shadowy shop displays My mother would
linger in front of the mannequins clad in evening
apparel I would follow along, drunk with wonder.
Each year before the tape had desiccated on the
backs of the New Year’s cards and they had fallen to
the floor, my mother would have decided on the design
for her dinner-dance dress Then there would be a trip
to the fabric store I would run my hands along
gradu-ated rainbows of thread spools I would watch their
changing hues as they shimmered in the light.
As the dress took form, my parents would practice
dancing.
“Slow, slow, quick, quick, slow,” Father would
mutter with determination as he trod unmincingly on
Okaa-chan’s feet and guided her into the walls.
“Next lady?” he gallantly would inquire My sister
Misa and I would take turns, balancing on the tops of
his shoes, as Father swept us around the room.
I always thought that Dinner-Dance Eve had some
on the bathtub’s edge I would watch my father fix his tie “See the nice dimple below the knot?” Father would turn from the mirror and bend to show me “The dimple
is very important.” I solemnly would nod—the honored recipient of this arcane cultural wisdom.
Back in the bedroom, Okaa-chan would slide into her new dress She would glance at her reflection with modest pleasure When she moved, I could catch the sweet scent of face powder.
When I was seven or eight, the window shopping and the dinner-dances stopped The granite façades of the downtown stores were grimy with graffiti Display windows were boarded with plywood The elegant hotels had fallen into disrepair No one danced to big- band music anymore.
As I grew older, my mother began to sew for wealthy women The women lived in country homes where sunlight, reflected from swimming pools just beyond French doors, played across fine wood floors Once after a luncheon in the city, a woman came
to our house for a fitting Standing erect in the way, then bowing slightly, my mother met her formally.
door-“Won’t you please come in? May I please take your coat?”
“Here you go Try to put it somewhere clean.” Like an eagle, her words slipped regally down a great distance and struck with awful ease.
After the fitting, my father was ashamed and angry.
“Actually, I do not like this work,” he stormed.
“You do not have to do this; we do not need this kind of money.” He waved his arms dismissively at Okaa- chan’s sewing machine “They come and look at our home with contempt You kneel at their hems like a ser-
vant! Mo dame desu yo! It is no good, I tell you!”
Okaa-chan was intractable Eloquent in anger, she blazed over the pronunciation of words that ordinarily would have left pondering pauses in her speech “I do not care what they think of me, of our home They cannot affect our value.” My mother stepped in front of her sewing machine, as if to shield it from scorn “My work gives me happiness.” She squarely faced my father “I do not care if you speak as Husband,” she said “I am a Designer!”
21 As it is described in the passage, sewing seems most
closely associated in the narrator’s mind with her mother’s:
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ACT-59F-PRACTICE
22 It is reasonable to infer from the passage that the
nar-rator looks back on the dinner-dances as a time when:
F. her parents were in conflict over her mother’s
work.
G the entire family was filled with excitement and
anticipation.
H she and her father had a much easier relationship
with each other.
J. her mother and father had renewed hope for the
future of the family.
23 It is reasonable to infer that the primary reason the
author included the information in the eleventh
para-graph (lines 59–64) is to:
A contrast it with the earlier description of the family
looking at shop displays on a snowy evening.
B support the information about the trip to the fabric
store, which is presented earlier.
C compare it with the scene where the father dances
with his wife and daughters.
D contrast it with the scene presented in the last two
paragraphs (lines 78–92).
24 The primary focus of lines 65–92 is:
F. the relationship between the narrator and her
mother.
G Okaa-chan’s strength and integrity.
H Albany’s move toward the twenty-first century.
J. the narrator’s father’s stubbornness.
25 When the narrator says, “I solemnly would nod—the
honored recipient of this arcane cultural wisdom”
(lines 53–54), she most likely means that:
A she felt intimidated when her father was giving her
information that she did not understand.
B her father was honored to be able to share personal
information with his daughter.
C when her father put on his tie, she pretended to be
honored, even though she thought his comment
was silly.
D the information her father was giving her seemed
important and made her feel valued.
26 The sentence “Like an eagle, her words slipped regally
down a great distance and struck with awful ease” (lines 75–76) indicates that the narrator:
F. was not sure what her mother expected of her.
G recognized that her mother was being demeaned.
H wanted to distance herself from her mother.
J. was ill at ease with her position in the family.
27 Information in the passage suggests that the narrator’s
father disapproves of Okaa-chan’s sewing business primarily because it:
A diminishes his role as a provider.
B means more to her than he does.
C does not generate enough income.
D threatens his sense of dignity.
28 Based on the last two paragraphs (lines 78–92), which
of the following statements indicates what the rator’s father and mother have in common?
nar-F. They both want control of the family finances.
G They are both fighting for their self-respect.
H They both want to teach a lesson to their children.
J. They are both angry at the woman who came for the fitting.
29 The author uses the term “architectural wonders”
(line 12) to describe:
A nineteenth-century buildings.
B German baked goods.
C crowded city blocks with cobblestone streets.
D arranged layers of fruits, vegetables, and sausages.
30 Which of the following words best describes the
nar-rator’s father’s dancing as he practices for the dance with Okaa-chan?
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Passage IV
NATURAL SCIENCE: This passage is adapted from the
Preface to neurologist Oliver Sacks’s collection of essays An
Anthropologist on Mars (©1995 by Oliver Sacks)
Nature’s imagination, as Freeman Dyson likes to
say, is richer than ours, and he speaks, marvellingly, of
this richness in the physical and biological worlds, the
endless diversity of physical forms and forms of life.
For me, as a physician, nature’s richness is to be
studied in the phenomena of health and disease, in the
endless forms of individual adaptation by which human
organisms, people, adapt and reconstruct themselves.
Defects, disorders, diseases, in this sense, can play
a paradoxical role, by bringing out latent powers,
developments, evolutions, forms of life, that might
never be seen, or even be imaginable, in their absence.
It is the paradox of disease, in this sense, its “creative”
potential, that forms the central theme of this book.
Thus while one may be horrified by the ravages of
developmental disorder or disease, one may sometimes
see them as creative too—for if they destroy particular
paths, particular ways of doing things, they may force
the nervous system into making other paths and ways,
force on it an unexpected growth and evolution This
other side of development or disease is something I see,
potentially, in almost every patient; and it is this which
I am especially concerned to describe.
Similar considerations were brought up by A R.
Luria, who studied the long-term survival of patients
who had cerebral tumors or had suffered brain injuries
or strokes—and the ways, the adaptations, they used to
survive He also studied deaf and blind children as a
very young man (with his mentor L S Vygotsky).
Vygotsky stressed the intactness rather than the deficits
of such children:
A handicapped child represents a qualitatively
dif-ferent, unique type of development If a blind
child or a deaf child achieves the same level of
development as a normal child, then the child with
a defect achieves this in another way, by another
course, by other means; and, for the pedagogue, it
is particularly important to know the uniqueness of
the course along which he must lead the child.
This uniqueness transforms the minus of a
hand-icap into the plus of compensation.
That such radical adaptations could occur demanded,
Luria thought, a new view of the brain, a sense of it not
as programmed and static, but rather as dynamic and
active, a supremely efficient adaptive system geared for
evolution and change, ceaselessly adapting to the needs
of the organism—its need, above all, to construct a
coherent self and world, whatever defects or disorders
of brain function befell it That the brain is minutely
differentiated is clear: there are hundreds of tiny areas
crucial for every aspect of perception and behavior The
This sense of the brain’s remarkable capacity for the most striking adaptations, not least in the special (and often desperate) circumstances of neural or sen- sory mishap, has come to dominate my perception of
my patients and their lives So much so, indeed, that I
am sometimes moved to wonder whether it may not be necessary to redefine the very concepts of “health” and
“disease,” to see these in terms of the ability of the organism to create a new organization and order, one that fits its special, altered disposition and needs, rather than in the terms of a rigidly defined “norm.”
Sickness implies a contraction of life, but such contractions do not have to occur Nearly all of my patients, so it seems to me, whatever their problems, reach out to life—and not only despite their conditions, but often because of them, and even with their aid The study of disease, for the physician, demands the study of identity, the inner worlds that patients, under the spur of illness, create But the realities of patients, the ways in which they and their brains con- struct their own worlds, cannot be comprehended wholly from the observation of behavior, from the out- side.
With this in mind, I have taken off my white coat, deserted, by and large, the hospitals where I have spent the last twenty-five years, to explore my subjects’ lives
as they live in the real world, feeling in part like a ralist, examining rare forms of life; in part like an anthropologist, a neuroanthropologist, in the field—but most of all like a physician, called here and there to make house calls, house calls at the far borders of human experience.
natu-31 The quotation by L S Vygotsky in lines 32–41 is used
in this passage to support the idea that:
A children with handicaps should be studied in the
same way as children defined by physicians as
D development of children with handicaps may
pro-ceed in positive yet quite distinctive ways.
32 The author of the passage refers to the work of A R.
Luria and L S Vygotsky primarily to underscore the idea that people who have:
F. disabilities or developmental disorders learn to create new selves.
G disabilities or developmental disorders need